Understanding Arabic-Speaking Skill Learning Strategies Among Selected Malay Learners: A Case-Study At The International Islamic University Malaysia (IIUM)

Abstract

In Malaysia, studies have shown that most Malay learners learning Arabic Language exhibit weak Arabic speaking skill despite spending years of learning the language. However, given the same learning environment and experience, some of them could be considered as good Arabic speakers as revealed by the results of Arabic Placement Test conducted by the Center of Languages and pre-Academic Development (CELPAD) of the International Islamic University Malaysia (IIUM). These learners have successfully scored band 7 and above in Arabic speaking skill test. The researchers believe that being aware of certain learning strategies in enhancing their speaking skills would help these learners to become good Arabic speakers. This assumption is based on several theories in language learning strategies which postulate that learners' success in language learning or lack of it is attributable to the various strategies which different learners bring to tasks and not solely relying on environment per say. Therefore this study attempts to understand the assumption by investigating the Arabic speaking skill learning strategies of selected Malay good Arabic speakers and Malay poor Arabic speakers at the (IIUM) within and outside the parameters of the educational settings. In addition, the research also seeks to explore the students' perception on Arabic speaking skill in terms of the importance of Arabic speaking skill for the Malay learners, the required level of Arabic speaking skill for the Malay learners and the prerequisites to become good Arabic speakers.Keywords: speaking skill, second language acquisition and language learning strategies. ElevatesSelf (courage, confidence and so on) CausesInterest to practice speaking DevelopsVarious strategies (relevant, quality and quantity) Causes Ability to speak Causes Excitement Establishes morePositive attitudes (practice, discipline, determination, motivation, creativity, diligence and so on) Results inGood Arabic speaking skill MPAS:Good Arabic speaking skill (fluency, proficiency, spontaneity and so on) RequiresSelf (courage, confidence and so on) Unable to buildLanguage (vocabulary, grammar and skill of speaking) Cause Inability to speak Kills Enthusiasm KillsPositive characteristics (practice, discipline, determination, motivation, creativity, diligence and so on) Causes

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

“…Seker (2016) discovered the potential and significance of SRL research for the foreign language teaching discipline in stimulating and supporting SRL implementation in language instruction. Moreover, Haron, Ahmad, Mamat, and Mohamed (2010) reported in their study that the good Arabic speakers are more frequently apply self-regulated learning strategies. Kosnin (2007) high frequency of help-seeking strategy usage among Arabic learners in Malaysian public universities.…”

Non-Native Arabic Learners’ Social Media Usage and Motivation Influencing Learning of Arabic Language in Malaysian Public Universities

“…Several empirical studies Ghani et al, 2011;Awang, Mohamed & Sulaiman, 2013) have concluded that university-level Malay learners are weak in their ability to communicate in the Arabic language. In case to find out the problems may cause students weak in oral speaking, some researchers focus on language learning strategies (Haron et al, 2010;Yusri et al, 2012); some focus on motivation (Ghenghesh, 2010;Bakar, Sulaiman & Rafaai, 2010).…”

“…Firstly, it is clear that the language learning environment would significantly cause learners to be weak in Arabic oral speaking. However, some studies found that students could be good Arabic speakers while being in a non-native speaking environment (Haron et al, 2010;Yusri et al, 2012). On the other hand, Haron et al, (2010) argued that the students may lack the strategies required for Arabic language learning.…”

“…However, some studies found that students could be good Arabic speakers while being in a non-native speaking environment (Haron et al, 2010;Yusri et al, 2012). On the other hand, Haron et al, (2010) argued that the students may lack the strategies required for Arabic language learning. The researcher believes that being aware of language learning strategy use will enhance learners' speaking skills and assist learners in becoming good Arabic speakers rather than relying solely on the learning environment.…”

The EFFECT OF DIFFERENTIATED LEARNING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING SKILLS IN LEARNING ARABIC AS a FOREIGN LANGUAGE

“…Teaching and learning Arabic language in Malaysia is very important particularly for the Muslim Malays in order to perform their prayers and religion [1,2]. According to some researches [3,4,5,6,7] the performance of the students in Arabic language is still very poor.…”